Family Tree Connections

Year Level

Year 0-1 (Ages 5-6)

Duration

30 minutes

Class Size

20 students

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WALT (We Are Learning To)

• Understand the concept of family and its connections.
• Create a visual family tree representing our own family and extending to the global family.
• Recognise similarities and differences within families around the world.

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Learning Objectives (Aligned to NZ Curriculum Refresh - Religious Education & Social Sciences)

Religious Education Context

• Students will explore their own family and understand that families are diverse but connected.
• Recognise and celebrate family as a foundational social unit, acknowledging cultural identities and values within the family context.
• Develop respect for diversity of family structures including Māori whānau, Pasifika, and other global families.

Social Sciences Context

• Understand themselves and their family in relation to other families in New Zealand and around the world.
• Identify people, their relationships, and roles within families.
• Make connections between families and communities.

Key Competencies

• Relating to Others: Sharing family stories and listening respectfully.
• Using Language, Symbols, and Texts: Creating the family tree using drawings and symbols.
• Participating and Contributing: Sharing individual family trees with peers to appreciate diversity.
• Managing Self: Following steps to complete own family tree during the activity.
• Thinking: Recognising similarities and differences in family structures.

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Success Criteria

• I can talk about my family members and their names.
• I can draw or represent my family members in a family tree.
• I can explain who is in my family and one thing that makes our family special.
• I can identify that other children have different family members.
• I can respectfully listen when others share their family tree.

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Curriculum References

New Zealand Curriculum Themes:

• Principles: Inclusion, Cultural diversity, Treaty of Waitangi
• Values: Respect, Diversity, Community and participation
• Key Competencies: Relating to others, Using language, symbols and texts

Social Sciences Achievement Objective (Level 1):

• "Understand how people are connected to their families, whānau, community, and place".

Religious Education Context:
Focus on family as a foundational social unit, appreciating diversity in family forms found in Aotearoa NZ and worldwide.

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Resources

• Large A3 paper sheets for each student
• Colourful markers, crayons, stickers, and glue
• Family photo or name cards (optional, students may bring photos or naming cards)
• Examples of simple family trees (visual aids)
• World map or globe to show diverse global families
• Storybook about family diversity (optional)

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Lesson Outline

1. Introduction and Engagement (5 minutes)

• Begin with a brief group discussion: "What is a family?"
• Use everyday language and examples to describe family - parents, siblings, grandparents, whānau.
• Show a simple family tree example on the board (using pictures or drawings).
• WALT and success criteria shared with students in simple terms.

2. Activity Explanation (3 minutes)

• Explain that today we will create our own family trees.
• Highlight that families can look different and all are special.
• Show the world map/globe and talk about global families to extend their thinking beyond their own.

3. Guided Family Tree Creation (15 minutes)

• Children draw their family tree on A3 paper. Encourage inclusion of immediate family members (parents, siblings) and extended family if known.
• Allow drawing, placing names or symbols for each member.
• Teacher circulates, asking questions about each child’s family to scaffold and assist.
• Support students who might find it hard expressing family members verbally (use drawing or family photo cards).

4. Sharing and Reflection (5 minutes)

• Invite students (volunteers) to share their family tree.
• Encourage students to notice differences and similarities.
• Reinforce respectful listening with positive feedback.
• Highlight the diversity and uniqueness of every family.

5. Conclusion and Wrap-up (2 minutes)

• Recap key ideas: Families are all different but connected.
• Praise students for their work and sharing.
• Link to the next lesson: "Next time, we will learn about celebrations that families share."

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Assessment

• Formative: Teacher observes student participation, language use, and ability to represent family.
• Anecdotal notes on student sharing and respect during discussions.
• Use simple checklist aligned with success criteria (e.g., names included, family tree structure present).
• Provide immediate, positive verbal feedback to support self-confidence and learning.

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Differentiation & Inclusion

• Provide drawing templates for those who need more support.
• Allow use of photos or dictation for children unable to write names.
• Scaffold with small group or one-on-one support as needed.
• Celebrate all family types including single-parent, blended, whānau, same-sex parents, etc.
• Use culturally responsive pedagogy reflecting local Tikanga Māori and diversity of the classroom.

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Integration with Other Learning Areas

• English: Oral language development through sharing family stories.
• The Arts: Drawing and creating visual representations.
• Social Sciences: Understanding identity and family relationships.
• Digital Tools: Optional follow-up - use simple apps or digital drawing tools to make digital family trees.

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This lesson uses inclusive, learner-centered, and culturally responsive approaches consistent with the New Zealand Curriculum Refresh, focusing on developing key competencies and social-emotional understanding in young learners, while embedding respect and appreciation for diversity in families across Aotearoa and the world .